SEN Hub Webinar Literacy and SLCN Jean Gross CBE

1. SEN Hub Webinar Literacy and SLCN Jean Gross CBE -------------------------------------------------- The webinar slides can be downloaded and printed from: http://bit.ly/Jeanwebinar Do your colleagues need to use the Hub? Your subscription includes 6 log-ins. Make sure you’re using them all. For help call the Hub Line and speak to our friendly team! 0845 0738805

2. Jean Gross CBE, 2014

3. Aims • Explore the links between literacy and language • Discuss what you can do to help improve both the language and literacy skills of pupils in your school

4. Children and young people cannot succeed in literacy unless they have good oral language skills • ‘A common feature of the most successful schools in the survey was the attention they gave to developing speaking and listening’(Removing Barriers to Literacy, Ofsted, 2011) • ‘Where inspectors saw links between oral language, reading and writing in lessons, standards at GCSE English Language were higher’ (Excellence in English, Ofsted,2011)

5. Improving literacy in secondary schools, Ofsted 2013 ‘How to teach pupils to write well is first to get them to speak well.’ ,

6. The Effects of Weaknesses in Oral Language on Reading Comprehension Growth (Hirsch, 1996) 16 High Oral Language in Kindergarten 15 14 Reading Age Level 13 5.2 years difference 12 11 Low Oral Language in Kindergarten 10 9 8 7 6 5 5 6 7 8 9 10 11 12 13 14 15 16 Chronological Age

7.  Pupils with dyslexia  Those with poor reading comprehension and difficulties in knowing what to write

8. Communication, language and reading For Year 5 children with poor reading comprehension, an intervention to boost oral language skills made more difference to reading comprehension than an intervention directly teaching reading comprehension skills Developing Reading Comprehension, Clarke et al, Wiley, 2013

9. Recent evidence • Nursery/YR children who took part in an oral language intervention (Nuffield Early Language Intervention) showed significantly better reading comprehension in Y1 than control group (Fricke, 2012)

10. Practical steps • Screen every child who is struggling with literacy to check whether they might or might not have an underlying SLCN that has not been picked up. • You can use the freely downloadable ‘Universally Speaking’ materials from The Communication Trust for this check. https://www.thecommunicationtrust.org.uk/r esources/resources/resources-for- practitioners/universally-speaking.aspx

11. • Or have a look at the excellent computer- based screening-plus-intervention programmes from http://www.speechlink.info/

12. The simple view of reading

13. Increasing number of literacy interventions aimed at comprehension • ‘Language for thinking’ by Stephen Parsons and Anna Branagan (Speechmark), which provides strategies for teaching the inference skills that help children comprehend both speech and text. • Reciprocal reading • Inference training

14. Check on the literacy interventions you use Do they also promote language development? • Repeated reads • 1-1 conversation with an adult • Phonological awareness

15. Check your three wave approach to language Everyday practice in settings and classrooms that develops communication skills Wave 1 All children Small group additional intervention delivered by well trained and supported teachers, TAs or early years practitioners Just below age-related expectations Wave 2 Individual intervention with a trained and supported teaching assistant Struggling Wave 3 Intensive intervention on an individual basis with a trained language specialist Lowest attaining

16. Wave 1 • Talk Frames • Whole-school approach to teaching new vocabulary Time to talk, Jean Gross, Routledge /nasen 2013

17. Talk frames Year 1 • They are the same because………… ……… • They are different because………… ………is…………an d…………is……… …… Older … • In some ways………and…..are alike. For instance they both……………………….. • Another feature they have in common is that……………………… • However they also differ in that…. For example……………..whereas……………. • The similarities/differences seem more important than the similarities/differences because…….

18. Vocabulary acquisition

19. STAR - Select Too easy Everyday words- ones a child might use to another child Goldilocks words Too hard Not too easy and not too hard, but just right Likely to be encountered again Average adult has a good knowledge of this word Average adult does not have much knowledge of this word Highly topic- specific

20. STAR - Select Too easy Children Toys Goldilocks words Too hard Petticoat Hoop Gruel Workhouse

21. The STAR Approach Word Aware, Anna Branagan and Stephen Parsons, Speechmark 2013

22. Teaching vocabulary Phonological Semantic - meaning Orthographic (Written form) Motor programme Grammatical

23. What it sounds like What it sounds like Begins with: Sound: Letter: Rhymes with: Number of syllables: Ends with : Sound: Letter:

24. What it means What it means Where do you find it? How does it feel? Sign/symb ol What does it look like? What do you do with it? What category is it?

25. Put it in a sentence Put it in a sentence

26. Words that go with it Words that go with it

27. Wave 2 • Do you have evidence-based small group language interventions in place?

28. Evidence-based primary Wave 2 language interventions • Key Stage 1 Narrative, Key Stage 2 Narrative (Black Sheep Press) • Languageland (Black Sheep Press) • Talk Boost (www.ican.org.uk) • Language for Thinking (Speechmark) • SPIRALS (Routledge) • Talking Partners (www.educationworks.org.uk)

29. Evidence-based secondary Wave 2 language interventions • TalkingPartners@secondary(www.educationw orks.org.uk) • ELCISS (Speechmark)

30. SEN Hub Webinar Questions & Answers -------------------------------------------------- Your next Hub webinar will be: Working with CAMHS Roger Catchpole, Training Manager, Young Minds Wednesday 19 March, 4pm Register at: http://bit.ly/rogerwebinar